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Bourdieusian Concept of Social Capital & Inequity in Education - Article Review
In this article, authors Sandra Ditka and Kusum Singh apply the sociological concept of "social capital" into educational research. The authors are investigating whether the Bourdieusian concept of social capital can help explain the growing inequity in education, as seen in the greater dropout rates, lower graduation rates and lower test scores in many school districts. Towards this, the authors conduct a critical review of the body of research regarding the effects of social capital on primary and secondary education. They conclude that while the current research has not created a coherent and unified framework, the concept of social capital has much to offer to researchers interested in teasing out the factors contributing to educational decline.
One of the most important points Ditka and Singh make is their recognition that social capital is positively linked to educational attainment. Young students who have the benefit of an intact family structure, parents with high expectations are more likely to do better in school, graduate and go on to college.
It has often been said that it takes a village to raise a child. The Ditka and Singh study is a further illustration of the correctness of this adage. Many immigrant children, for example, benefit from an extended intergenerational family whose high expectations spur them to succeed in school and later, in their professional lives. Inner-city youth who have access to community programs like church groups, after-school clubs and mentoring are much more likely to graduate and go to college.
Furthermore, adults who have benefited from such community programs are more likely to "give back" to their communities by acting as mentors themselves. In this way, they are ensuring that other youths continue to have access to these important social networks.
These networks combine to give these students a greater social capital, one that may help offset the effects of being economically-disadvantaged.
Stanton-Salazar reflects on the state of the educational system and the role of marginalization in preventing some children, regardless of racial or ethnic background, from a successful path throughout the school career and later in life. To explain his social capital framework, the author uses concepts such as institutional agents, institutional support and social support. The last of the three concepts is enjoyed by all children in the form of
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